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71.
Peter R. Denner Stephanie A. Salzman Jack D. Newsome 《Journal of Personnel Evaluation in Education》2001,15(3):165-180
A standards-based admission process for qualifying caring and competent candidates for teacher preparation is presented. The major elements of the admission process include prerequisite standards that address the knowledge, dispositions, and skills candidates should possess upon entrance to the teacher education program; multiple assessments that evaluate the prerequisite standards; and an admission interview process that involves collaboration of arts and sciences faculty, education faculty, undergraduate students, and professionals from the field. A unique aspect of the admission process is its strong focus on dispositional standards. Emphasis is placed on qualifying future teachers into teacher education programs based upon demonstrated evidence of their meeting defensible and education community supported admission standards. 相似文献
72.
73.
Jack D. Simons Matthew J. Beck Nancy R. Asplund Christian D. Chan Rebekah Byrd 《Sex education》2018,18(4):464-478
AbstractResearch shows that teachers’ and educators’ responses to gender diversity issues in schools either improves or limits the experiences of students. The school counsellor has an important role to play in this process by working closely with other stakeholders to advocate for transgender, intersex and genderqueer (TIG) students. Following a review of recent developments in the USA, recommendations are made and resources identified to assist school counsellors in validating TIG students, and improving school systems in pursuit of their academic, social and emotional success. 相似文献
74.
The gender composition of faculty is an important issue on many campuses. Substantial efforts are taken by colleges to hire a diverse faculty where women are equitably represented. Several papers suggest that female faculty can act as role models for female students. This issue is particularly emphasized in science and engineering programs. However, empirical research finds mixed support for this hypothesis. We provide a new test of this issue by examining whether female students have higher first-year retention rates when a greater percentage of their classes are taught by female faculty. There is a positive relationship between retention of female students and the percentage of their science and mathematics classes taught by female faculty. Also faculty gender has a greater impact on female students when their classes have few female students. Thus this study provides support for gender-based programs for hiring. 相似文献
75.
Jack Frymier 《Journal of Personnel Evaluation in Education》1998,12(3):233-235
Holding teachers accountable for other people's (students) behavior is inappropriate policy that results in ineffective teaching, diminished enthusiasm for learning, and lower levels of achievement. There are both legal and psychological reasons for this. Making teachers responsible for students' behavior absolves students of responsibility for their own actions and develops an externalized locus of control in students that leads to teacher control and student dependence. Because every person is accountable for his or her own behavior but not for what other people do, teachers must be held accountable for what they do as teachers but not for what their students do as learners. Students are responsible for their own learning. 相似文献
76.
The demand for accountability through measurement continues to increase. Although much progress has been made, it remains an issue that challenges even the most sophisticated and progressive performance improvement function. This article provides an overview of best practices in the return‐on‐investment process and describes how applying these measurement practices can have a positive impact on organizational performance and the credibility of performance improvement professionals in the public sector. 相似文献
77.
Shaoan Zhang Qingmin Shi Stephen Tonelson Jack Robinson 《Teaching and Teacher Education》2009,25(8):1117-1124
This study investigated preservice and inservice teachers' perceptions of appropriateness of teacher self-disclosure. A sample of 180 preservice teachers and 135 preK-12 teachers participated in the study. Results showed statistically significant differences between the groups of teachers in their perceptions of appropriateness of teacher self-disclosure in the three dimensions: Uncommon Topics, Uncommon Purposes, and Consideration of Students. No significant differences were found in the two dimensions: Common Topics and Common Purposes. This study makes an excellent contribution to the theoretical framework of the study of teacher self-disclosure and also provides implications for teaching and teacher education. 相似文献
78.
79.
Jack E. T. Wells Andrew C. S. Mitchell Laura H. Charalambous Iain M. Fletcher 《Journal of sports sciences》2018,36(16):1847-1851
Whilst previous research has highlighted significant relationships between golfers’ clubhead velocity (CHV) and their vertical jump height and maximum strength, these field-based protocols were unable to measure the actual vertical ground reaction force (vGRF) variables that may correlate to performance. The aim of this study was to investigate relationships between isometric mid-thigh pull (IMTP), countermovement jump (CMJ), squat jump (SJ) and drop jump (DJ) vGRF variables and CHV in highly skilled golfers. Twenty-seven male category 1 golfers performed IMTP, CMJ, SJ and DJ on a dual force platform. The vertical jumps were used to measure positive impulse during different stretch-shortening cycle velocities, with the IMTP assessing peak force (PF) and rate of force development (RFD). Clubhead velocity was measured using a TrackMan launch monitor at a golf driving range. Pearsons correlation coefficient analyses revealed significant relationships between peak CHV and CMJ positive impulse (r = 0.788, p < 0.001), SJ positive impulse (r = 0.692; p < 0.001), DJ positive impulse (r = 0.561, p < 0.01), PF (r = 0.482, p < 0.01), RFD from 0–150 ms (r = 0.343, p < 0.05) and RFD from 0–200 ms (r = 0.398, p < 0.05). The findings from this investigation indicate strong relationships between vertical ground reaction force variables and clubhead velocity. 相似文献
80.
On Monday 2 May 2016, a little heralded, medium-sized, provincial soccer club, Leicester City, one with no record of league titles in 132 years of trying, no European heritage of any note, and no major expenditure on players, won the English Premier League (EPL) title. This astonishing outcome is at odds with the development of monetised late-modern European club soccer. A select group of clubs with a global ‘reach’, owned and funded by foreign capital, have increasingly dominated the EPL since its formation in 1992. Leicester City’s triumph was also notable because Leicester is regarded as a settled multi-cultural city. The title win was widely interpreted as a vehicle for promoting racial integration, as well as celebrating positive owner/fan identities, civic pride, and traditional sporting values over the ethos of business. This paper explores these issues and what the Leicester victory meant to local supporters, and to the city. 相似文献